Charter School Authorizing: Understanding the Differences among Authorizers and School Performance

Autor/in	Jankens, Benjamin P.
Titel	Charter School Authorizing: Understanding the Differences among Authorizers and School Performance
Quelle	In: Education Leadership Review, 22 (2021) 1, S.72-92 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Charter Schools; Educational Administration; Boards of Education; Accountability; Academic Achievement; Language Arts; Mathematics Achievement; Educational Indicators; Graduation Rate; Educational Finance; Educational Quality; Educational Demand; Enrollment Trends; Expenditures; School Districts; School Effectiveness; Michigan + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausschuss; Verantwortung; Schulleistung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational indicato; Bildungsindikator; Bildungsfonds; Quality of education; Bildungsqualität; Bildungsanforderung; Bildungsnachfrage; Ausgaben; School district; Schulbezirk; Schuleffizienz
Abstract	Charter schools are an integral part of the public school systems across America, but understanding these complex organizations has proved challenging. One unique attribute of charter school organizational structure is the charter school authorizer. These oversight agencies have a unique role in overseeing, and holding accountable, the schools they authorize. Yet, there is limited empirical research around charter school authorizing practices and their outcomes. In this study, I examined the differences between Michigan charter school outcomes, both academic and operational, by authorizer type. The results of this study indicate a statistically significant difference among authorizers, based on student proficiency, growth, overall performance, and fiscal performance, and student demand. Moreover, the findings suggest that schools authorized by intermediate school districts had the highest student performance of all charter schools in Michigan, followed by schools authorized by higher education institutions (e.g., colleges and universities). Local education authorities (LEA) had consistently, and significantly, lower student performance than schools authorized by other types. Conversely, schools authorized by LEAs had the highest Demand and overall fiscal performance. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01